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Indigenous knowledge (IK), a key component of knowledge, is considered crucial in any country’s knowledge system. However, despite the importance of indigenous knowledge in promoting the knowledge ...

This article analyses the nexus between Boko Haram insurgency and military corruption under the political regime of former President Goodluck Jonathan (2010–2015). The article considered general th...

New archaeological research inside the Christiansted National Historic Site in St. Croix, United States Virgin Islands, has uncovered a wealth of cultural resources around the Danish West India and Guinea Company Warehouse that have lasting implications for the largely Afro-Caribbean descendent Crucian community living in St. Croix today. Following a stump removal, exposing the remains of a Danish military stock warehouse containing 3,152 artifacts, two excavations targeting the dwelling spaces of royal enslaved Afro-Caribbeans recovered over 4,000 artifacts within the same warehouse structure. This new research brings into focus the daily lives of the enslaved Afro-Caribbean peoples residing within the walls of the Danish West India and Guinea Company Warehouse in service to the King of Denmark. The project also brings attention to the lives of the Danish officers who carried out their operations in the same space. This article explores the relationship between these two groups.

Citizens of 9 different English-speaking countries (N = 619) evaluated the average, or typical, citizen of 5 English-speaking countries (Great Britain, Canada, Nigeria, United States, Australia) on 9 pairs of bipolar adjectives. Participants were drawn from Australia, Botswana, Canada, Kenya, Nigeria, South Africa, the United States, Zambia, and Zimbabwe. There were statistically significant similarities in the rankings of the 5 stimulus countries on 8 of the 9 adjective dimensions and a strong convergence of autostereotypes and heterostereotypes on many traits. The results relate to previous stereotyping research and traditional methods of assessing the accuracy of national stereotypes.

Many theorists and helping professionals have emphasized the importance of self‐concept in personal adjustment. Increasingly, theorists and caregivers are perceiving self‐concept as playing a pivotal role in the specific realm of learning, teaching and everyday living. As clinicians and scientists we see daily the close tie between parental competence, teacher's influence and emotional functioning and how children succeed with many of life's worries. Insufficient attention has been paid to the theoretical underpinnings of predicting children's emotional reactions to stress and conflict with self from a systems viewpoint. Longitudinal preventive and developmental studies of adults’ influence on children's ability to cope with life's stresses and classroom's conflict, through polydimensionl procedures incorporated into a therapeutic counselling or consulting atmosphere that includes caring, respect, empathic understanding and acceptance, are mandatory. Theoretical frameworks are already developed which must...

Data from a study of 59 adolescent University students were correlated using Spearman rank-difference coefficient (rho) to assess the extent to which the future could be predicted from these measures. The 58 adolescents' score on the Satisfaction Questionnaire and Purpose-in-Life Test showed data significantly supporting the hypothesis and its relationship to goal directedness. Male southerners' and graduate study oriented groups supported the hypothesis while the opposite held for girls, northerners', and non-graduate-study orientation samples. The findings partially agree with the findings of previous studies especially those of Jenks, Kahana, Bobinski, and Piermarini.

The major objective of this study was to identify certain needs which limit the effectiveness of early childhood teachers in the classroom. This was done by the use of an assessment tool. Results indicated a high priority and dire need for help in five factor need areas: children guidance and achievement of the basic skills; functional and qualitative learning and a mastery of the basic skills; motivating children to learn; identifying and sustaining readiness factors that affect learning and establishing and maintaining discipline. Consequently, a test for relation ship between the identified factor needs of early childhood teachers and selected teachers variables yielded no statistical significance (p>0.05).